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Dissertation (Ed.D.)--Boston University, 1983 / The purpose of this study was to determine if a 12-week course would result in increased parental awareness and improved perceptions of parental behavior. The format included child development information and group problem solving of parent-child conflict dilemmas. A pre/post control group design was used with equivalent voluntary groups. The statistical techniques employed to analyze the data were the analysis of covariance and the t-test for correlated samples. The treatment group consisted of 11 parents and their 16 children while the control group comprised 11 parents and their 14 children. The Newberger (1977) Parental Awareness Scale (PAS) was administered to both sets of parents subsequent to the program and to the treatment group parents four months later. A modified version of the Schaefer (1965) Children's Reports of Parental Behavior Inventory (CRPBI) was administered to the parents and children of both groups. Analysis of the results of the PAS indicated that parents in the treatment group significantly increased their levels of parental awareness upon termination of the program (p<.03) and made further significant gains following a four month hiatus (p<.05). The results of the modified CRPBI indicated that parents perceived themselves as improving in their behavior to a significant level (p<.05) upon completion of the program but did not make likewise gains when retested four months later. The children of the parents of both groups failed to perceive improved behavior on the part of their parents. These results tentatively indicate that cognitive-structural growth can occur over time when the original stimulus conditions which facilitated it have been removed. It also appears that cognitive-developmentally oriented parent intervention is conducive to such growth. [TRUNCATED]

Developmental psychology aims to elucidate how children's early relationships influence their interactions with the world. Piaget's cognitive development theory is often noted when discussing development, and although his cognitive descriptions of decentering (i.e., perspective taking) were compelling, they neglected interpersonal contexts. Accordingly, Feffer conceptualized decentering within a social context. To expand on Feffer's consideration of the social context, the current study explored early parent-child bonds and their impact on child development, specifically interpersonal decentering, in adolescence. In the present secondary analysis of data from the Institute of Human Development longitudinal Guidance Study at the University of California, Berkeley, I hypothesized that, for both boys and girls, conflict with relatives and a parent's nervous instability would moderate the association between early strong parental bonds and more mature decentering at ages 12.5 and 18 years, and that more imaginative play, introspection, and better physical health would moderate the relationship between strong father-son bonds at age 21 months and the son's more mature decentering at age 12.5 and 18 years. The findings revealed that the association between strong father-son bonds at 21 months and the son's more mature decentering at age 12.5 was strongest when the son was less introspective compared to when the son was more introspective. When sons were in better health at ages 5-10 years and 11-17 years, their father-son bonds at age 21 months were more strongly related to more mature decentering at age 18 compared to sons who were in fair to poor health. The current study expands on the impact parental bonds, particularly paternal for sons, have on a child's social cognitive development.

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